This paper describes the methodology for an ongoing PhD study that explores how reflection supports articulation of design knowledge by the tertiary graphic design student. The study seeks to make connections between the reflective process and the articulation of knowledge inherent in the design experience, leading to the transfer of that knowledge to future problems. A case study strategy of inquiry has been employed, which draws on a mixed methods research approach, framed by cognitive psychology theory. An intervention in the form of a structured critical reflective learning framework has been developed and applied. To analyse the outcomes emerging from the learning framework, a taxonomy identifying levels of cognition evident in student reflective reports has been developed. The rationale for this methodology is discussed, along with how the approach was implemented. Preliminary findings from the case study are reported. Initial observations suggest that structured critical reflection can play an important supporting role to encourage enhanced cognitive engagement and to support articulation and knowledge transfer by the design student.
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